Understanding inclusion in teacher education: a view from student teachers in England

Jane Essex, Nafsika Alexiadou, Paula Zwozdiak-Myers

Research output: Contribution to journalArticle

Abstract

The concept of inclusion has been widely accepted and integrated as a core objective for schools and teacher education programs around the world (UNESCO, 2009; EASNIE, 2018). But, despite 25 years of debates on inclusion, there are still different conceptualisations of what inclusion means (Ainscow et al. 2006) and different understandings of its objectives by schools, by researchers, and in policy (Allan, 2010; Waitoller and Artiles, 2013). As a result, there is a lack of consensus on the best ways to achieve it (Smyth et al., 2014; Sosu et al., 2010).
LanguageEnglish
Number of pages19
JournalInternational Journal of Inclusive Education
Publication statusAccepted/In press - 29 Apr 2019

Fingerprint

student teacher
inclusion
teacher
education
UNESCO
school
lack
Teacher Education
Inclusion
England
Conceptualization
Education Program

Keywords

  • initial teacher education
  • fundamental British values
  • education policy
  • inclusive practice

Cite this

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Understanding inclusion in teacher education : a view from student teachers in England. / Essex, Jane; Alexiadou, Nafsika; Zwozdiak-Myers, Paula.

In: International Journal of Inclusive Education, 29.04.2019.

Research output: Contribution to journalArticle

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